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All Journal Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Journal of Early Childhood Development and Education
Joseph Mandyata
University of Zambia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Career Choices for Individuals with Hearing Impairment in Higher Learning Institutions in Lusaka-Zambia Rachel Muuma Chomba; Joseph Mandyata; Kenneth Kapalu Muzata
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 14 No 2 (2023): Transformasi Pendidikan untuk Penguatan Profesi
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v14i2.1552

Abstract

This study established the facilitators and barriers to career choices for persons with hearing impairment in selected workplaces and higher institutions of learning in Lusaka, Zambia. A qualitative approach and a descriptive study design were used in the study. In-depth interviews were used to collect data from twenty (26) participants that included ten (10) students with hearing impairment, six (6) Lecturers and ten (10) individuals with Hearing Impairment. The findings revealed that there were various elements that influenced career choices and these included communication barriers which inhibited receipt of career information from providers, pre-conceived ideas of what a Hearing Impaired (HI) individual can or cannot do, unavailability of chances to show self-efficacy or determination among others. The study revealed that minimal efforts were made by higher learning institutions to enhance career choices for HI students. The study recommended that career guidance should be offered in secondary schools as a routine advancement programme for individuals with Hearing Impairment as a prerequisite to applying for admission in colleges and universities. Tertiary education institutions must provide reasonable accommodations and additional support to students with Hearing Impairment to be able to access career information.
Bridging the Gap: Evaluating the Effectiveness of One-Course Special Education Training in Preparing Teachers for Inclusive Classrooms in Zambia Daniel Lupiya Mpolomoka; Joseph Mandyata; Moono Muvombo; Pelekelo Kabundula; Mohammad, A. Beirat
Journal of Early Childhood Development and Education Vol. 2 No. 2 (2025): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i2.385

Abstract

Background of Study: Inclusive education is a growing priority in Zambia, yet many teacher education programs rely on a single special education course to prepare teachers for inclusive classrooms. This raises concerns about the sufficiency of such training in equipping educators with the necessary competencies. Aims and Scope of Paper: This study aims to critically evaluate the effectiveness of a one-course special education module in preparing both pre-service and in-service teachers for inclusive classroom settings in Zambia. It explores the perceptions and lived experiences of teachers undergoing this training. Methods: Guided by Vygotsky’s Sociocultural Theory and a pragmatic philosophical stance, the study adopted an interpretive phenomenological design with a qualitative approach. Data were collected through semi-structured interviews and focus group discussions with 10 student teachers and 5 practicing teachers, selected purposively. Thematic analysis was used to analyze the data. Results: Findings reveal that while the course provides basic conceptual understanding of inclusive education, it falls short in areas such as practical application, mentorship, and continuous professional development. Participants expressed a lack of preparedness in handling the complexities of inclusive classrooms. Conclusion: The study concludes that a single-course model is inadequate for preparing teachers for inclusive education. It recommends comprehensive reform in teacher education programs, including longitudinal training, integration of assistive technology, and structured mentorship to enhance teacher readiness and align training with inclusive education goals.
Co-Authors Daniel Lupiya Mpolomoka Kenneth Kapalu Muzata Mohammad, A. Beirat Moono Muvombo Pelekelo Kabundula Rachel Muuma Chomba